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Forman Eric D. (2009). « Increased Percentage of Passing Grades on the Massachusetts Comprehensive Assessment System after Implementation of Block Scheduling ». In Annual Meeting of the American Educational Research Association, San Diego, CA, 14 avril 2009. En ligne : <http://www.eric.ed.gov/ ... CServlet?accno=ED504845>. 
Added by: Rémi Thibert (30 Jun 2010 10:17:48 Europe/Paris)   Last edited by: Agnès Cavet (26 Oct 2010 14:41:25 Europe/Paris)
Resource type: Proceedings Article
BibTeX citation key: Forman2009
Categories: General
Keywords: temps et rythme scolaires
Creators: Forman
Publisher: (San Diego, CA)
Collection: Annual Meeting of the American Educational Research Association
Views: 1307/2162
Views index: 18%
Popularity index: 4.5%
URLs     http://www.eric.ed ... let?accno=ED504845
Abstract     
This study examined one public school system's change in its bell scheduling format from a seven period day to block scheduling. The data collected was from a three year period of the grade 10 students passing the Massachusetts Comprehensive Assessment System exam. Students in Massachusetts must pass the mathematics and English/language arts subject tests in order to receive their diploma. There were 762 total student results that were observed that included one year prior to the change in the schedule and two years after the change in the schedule. There was an increase in the percentage of students passing the graduation required subject tests of over 15\% over the first two years of the block scheduling. {(Contains} 2 tables.)
Added by: Rémi Thibert  Last edited by: Agnès Cavet
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